Statement of Intent

At Hill Top Primary, we believe that Geography helps to provoke and answer questions about the natural and human worlds, encouraging children to develop a greater knowledge of their world and their place in it. Through the IPC curriculum, children are able to develop a range of investigation and problem-solving skills that are transferable to other curriculum areas. Geography is, by nature, an investigative subject which develops an understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people, which will remain with them for the rest of their lives. Our curriculum encourages children’s interest and understanding about diverse places, people, resources and natural and human environments, together with a deep knowledge of the Earth’s key physical and human processes.


As Geography by nature is an outdoor topic, we endeavour to deliver as much Geography knowledge as possible outside of our classrooms. Our local area is an incredibly valuable tool in order to establish a curiosity for both human and physical geography and we are keen to access this resource wherever possible. Many year groups, particularly Key Stage One, enjoy lessons delivered in, or using resources from our local area and we believe this develops a personal, tangible link to what Geography is for our children.

We are incredibly proud to deliver our Geography curriculum through the International Primary Curriculum. As with all subject areas, we aspire to deliver the National curriculum for Geography in all year groups and challenges children of all abilities to achieve their full potential. The IPC develops the knowledge and understanding of Geography and gives teachers opportunities to implement engaging, captivating and exciting elements to Geography lessons. By teaching Geography through the International Primary Curriculum, we enable children to embrace challenging activities and think critically about their impact as global citizens. The assessment of geographical knowledge is ongoing, with formative assessment tools such as online quizzes and green-pen corrective work taking place regularly. When we begin a new topic, Knowledge Harvests are completed by children prior to teaching in order to establish a clear base of understanding from which to start from. When concluding a topic, these Knowledge Harvests are then edited to show where knowledge has developed throughout the topic.